Anatomy as Spectacle: Public Exhibitions of the Body from 1700 to the Present – By Elizabeth Stephens     

Harriet Cooper 《Journal of Research in Special Educational Needs》2012,12(2):122-124

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Individual and co-operative learning with interactive animated pictures     

Wolfgang Schnotz  Justus Böckheler  Harriet Grzondziel 《European Journal of Psychology of Education - EJPE》1999,14(2):245-265

Computer-based multimedia learning environments make it possible to present interactive animated pictures, which can be manipulated for active exploratory learning and which allow the dynamic behavior of complex subject matter to be displayed. Due to the large range of possibilities for exploratory interaction, such learning environments seem well suited for co-operative learning in which different learners analyse the presented subject matter from different perspectives. This paper first describes a theoretical framework for learning from texts and pictures together with an analysis of possible effects of animation and interactivity on knowledge acquisition. It then presents two empirical studies in which knowledge acquisition from interactive animated pictures was compared with knowledge acquisition from static pictures under the conditions of individual learning (Study I) and of cooperative learning (Study II). In Study I, learning with interactive animated pictures resulted in a superior encoding of detail information, but did not facilitate performance of mental simulation tasks. In Study II, learning with interactive animated pictures resulted both in inferior encoding of detail information and poorer results in mental simulations. These findings and the analysis of discourse protocols of subjects’ co-operation suggest that exploratory learning with interactive animated pictures is associated with extraneous cognitive load and that this load can be further increased by the co-ordination demands of co-operative learning. Although animated pictures may provide external support for mental simulations, they do not appear to be generally beneficial for learning, because they can prevent individuals from performing relevant cognitive processes.  相似文献   

Wintery days provide lots of time for play     

Harriet Hartman 《Early Childhood Education Journal》1985,13(2):38-39

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Black self-concept: An individual/collective analysis     

Harriet G. McCombs 《Int J Intercult Relat》1985,9(1):1-18

The study of the self-concept of African-Americans has been approached in two major ways: studies have sought either to measure personal self-concept, excluding attitudes and feelings towards race, or they have sought to measure racial self-concept excluding attitudes toward the personal self. Failure to integrate the two approaches has proven to be a critical hindrance to the development of a theoretical framework for systematic analysis of the self-concept of African-Americans, which can account for attitudes towards the personal self and the racial self. Offered is a framework for the analysis individual/collective self-concept of African-Americans. The individual/collective self concept is comprised of two inseparable but distinguishable components: the experience of the unique individual (the I) and the accumulated experiences of the racial group (the We). It is characterized by the personal affirmation of, and the identification with one's own personal experiences and the collective experiences of one's racial group. Any imposed disassociation of the components by individuals or theoretical approaches is viewed as problematic.  相似文献   

Culture and Politics     

Harriet Mayor Fulbright 《Higher Education in Europe》1999,24(2):225-229

Although the advances in technology since the start of this century have produced a communications revolution, they have also led to very serious problems of environmental degradation and resource depletion. The slow stabilization of the rate of population growth is a partial solution to these problems, but many other problems remain. The best chance for solving the latter will come through the successful harnessing of communications and education, a process that is well underway. Distance education vectored by the new information technologies are powerful supplements to traditional methods of education and will propagate world‐wide the synthesis of leadership and liberal education for participatory democracy.  相似文献   

All the fish of the sea     

Harriet Ritvo   《Endeavour》2009,33(2):45-46

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Student wastage     

Harriet  Greenaway. 《Higher Education Quarterly》1971,25(3):376-379

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Restock shelves the easy way     

Harriet Hartman 《Early Childhood Education Journal》1987,14(3):42-43

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Clarifying the impact of the Nurse-Family Partnership on child maltreatment: response to Chaffin (2004)     

Olds D  Eckenrode J  Kitzman H 《Child abuse & neglect》2005,29(3):229-33; author reply 241-9

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Mastering course content and learner satisfaction in early childhood education: A comparison of regular classroom instruction with three variations of internet delivery*     

James Johnson  Richard Fiene  Jane Keat  Harriet Darling  Donald Pratt  Joyce Iutcovich 《Journal of Early Childhood Teacher Education》2013,34(4):267-274

Abstract

In the spring semester 2000, a Penn State course, ECE 479 (The Young Child's Play as Educative Process), was taught by the same instructor in four delivery formats. One group consisted of a regular classroom, held on campus. A second group, also on campus, was taught in a computer lab via the Internet; and there were opportunities for interaction with peers and the instructor. A third group took the course on the Internet as part of a local distance education group; hence, there were some limited opportunities for face‐to‐face interaction with peers and the instructor. The fourth group took the course on the Internet, as part of a statewide distance education group, where there were no opportunities for face‐to‐face interaction. Twenty students who enrolled in the course (5 per group) completed questionnaires and phone interviews. Information was gathered on professional backgrounds, computer experience, and initial level of content knowledge on the topic of the ECE Internet course. Sixteen students who completed the course were interviewed again to evaluate satisfaction with the course and to estimate learning outcomes. Across the four conditions general satisfaction was expressed with the content, activities, and course requirements and with the teacher. However, students in the three computer groups expressed dissatisfaction over technical problems (all four who did not complete the course came from these computer groups). Significant gains in content knowledge occurred for the classroom group, while the learning in the three Internet‐based instruction groups did not show the same gains. Concern was expressed related to the lack of face‐to‐face interaction, making the learning environment less desirable. Although Internet technology provides a great deal of promise, these results suggest that improvements are needed to make this delivery modality more effective for in‐service distance learning. © 2001 Elsevier Science Inc. All rights reserved.

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